Setting our goals

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Hello, and welcome back to the blog! 💜

In our last post, we shared our goals, but achieving them required some previous work. So now we'll tell you about that process and reflect on it together.

When we started defining the objectives for our learning situation, we realized how important it is to know exactly what we want students to achieve. Setting clear goals helped us organize our ideas and give meaning to each activity we designed. Instead of just thinking about what we wanted to do, we focused on what students should learn with our sessions.

We chose to focus on emotions and empathy because they are essential skills for students' personal and social development. Therefore, our objectives aim to guide them through a progressive process, starting with recognizing emotions and continuing until they understand how these emotions influence their behavior and relationships.

For example, before students can show empathy, they need to identify emotions in themselves and others. They also need to learn how to name those emotions, how to express them appropriately, and how to listen to others with respect. That’s why our objectives move step by step: first enumerating and classifying emotions, then recognizing them, and finally connecting this knowledge with empathic behaviors and respectful communication.

We also wanted our learning situation to integrate the use of technology in a meaningful way. We believe that digital tools can help students explore emotions more creatively. Including ICT in our objectives allows students not only to develop emotional awareness, but also digital competence and communication skills, which are essential in today’s classrooms.

Defining these objectives wasn't easy at first. There are three main types of objectives: those related to knowledge, skills, and attitudes, and we wanted to maintain that balance. Emotions are deeply connected to all of them: understanding emotions requires knowledge, managing them involves specific skills, and showing empathy is an attitude. Therefore, our objectives combine these three aspects, encouraging students to apply what they learn in their real lives.

In conclusion, writing these objectives helped us understand our learning situation as more than just a simple sequence of activities. It became a process that integrates emotions and technology, developed step by step rather than through disconnected tasks.






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